Lexical items, because they are language specific forms are undoubtedly one of the most difficult tasks in learning a second language. Phrasal verbs perhaps further exacerbate this difficult task since the meaning of already known verbs changes drastically when combined with different particles. Hence, facilitating the learning of these commonly used elements in English is indeed an ELT concern. To this end, the purpose of this study was to examine whether teaching phrasal verbs through pictorial cues would significantly improve Iranian EFL learners’ active usage of those phrasal verbs in speaking. To fulfill this purpose, 60 pre-intermediate students of Tehran’s Bayan Salis Language School were selected from among 100 students attending courses in this establishment through taking part in a Preliminary English Test (PET) and randomly put into two experimental and control groups. The same content was taught to both groups which consisted of a number of phrasal verbs inter alia: while pictures were used in the experimental group for the teaching of these phrasal verbs, the students in the control group were taught the same items without pictures. An achievement posttest was administered to the students in both groups at the end of the instruction period and the mean scores of both groups on the test were compared through a t-test. The result showed that teaching phrasal verbs through pictures did have a significant effect on pre-intermediate EFL students’ active application of phrasal verbs in speaking.